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    Dialogic Teaching: "Talk 2 Learn, Talk 2 Think"

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    3alliumcourt
    This document discusses strategies for dialogic teaching and talk in the classroom. It promotes using questioning to facilitate collaborative discussions, pairs and group work to encourage exploratory talk and higher-order thinking. Examples of strategies are provided, like diamond nine and concept loop for pairs, and speed-dating and continuum line for larger groups. Six "Golden Rules" for talk and listening in the classroom are outlined. The goal is to get students actively involved in discussions and developing their reasoning skills.

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    Dialogic Teaching: "Talk 2 Learn, Talk 2 Think"

    Uploaded by

    3alliumcourt
    167 views16 pages
    This document discusses strategies for dialogic teaching and talk in the classroom. It promotes using questioning to facilitate collaborative discussions, pairs and group work to encourage exploratory talk and higher-order thinking. Examples of strategies are provided, like diamond nine and concept loop for pairs, and speed-dating and continuum line for larger groups. Six "Golden Rules" for talk and listening in the classroom are outlined. The goal is to get students actively involved in discussions and developing their reasoning skills.

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    Dialogic Teaching

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    This document discusses strategies for dialogic teaching and talk in the classroom. It promotes using questioning to facilitate collaborative discussions, pairs and group work to encourage exploratory talk and higher-order thinking. Examples of strategies are provided, like diamond nine and concept loop for pairs, and speed-dating and continuum line for larger groups. Six "Golden Rules" for talk and listening in the classroom are outlined. The goal is to get students actively involved in discussions and developing their reasoning skills.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    167 views16 pages

    Dialogic Teaching: "Talk 2 Learn, Talk 2 Think"

    Uploaded by

    3alliumcourt
    This document discusses strategies for dialogic teaching and talk in the classroom. It promotes using questioning to facilitate collaborative discussions, pairs and group work to encourage exploratory talk and higher-order thinking. Examples of strategies are provided, like diamond nine and concept loop for pairs, and speed-dating and continuum line for larger groups. Six "Golden Rules" for talk and listening in the classroom are outlined. The goal is to get students actively involved in discussions and developing their reasoning skills.

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    Dialogic teaching

    “TALK 2 LEARN,
    TALK 2 THINK”

    saltash.net – 03.05.07

    Andy Brumby
    Secondary National Strategy

    [email protected]
    07968 992462
    TALK 2 LEARN,
    TALK 2 THINK
    Objectives…
    • To explore the dialogic potential of rich
    questioning strategies
    • To consider strategies that facilitate
    collaborative, reciprocal paired and group talk
    • To examine the links between exploratory talk
    and high order thinking
    • To experience and enjoy practical activities that
    will have an immediate impact in your
    classroom, laboratory, workshop or gym
    TALK 2 LEARN,
    TALK 2 THINK
    Ofsted say…
    • Not enough opportunities for exploratory talk
    • Too many closed questions, e.g factual recall,
    comprehension, procedures (the right/wrong
    answer classroom)
    • Questions that promote high order thinking are
    relatively rare, e.g. predict, analyse, hypothesise
    • Not enough pupils actively involved in
    formulating a developed response, e.g. too
    much “tennis” and not enough “volleyball”
    What’s this and what could it be used for?
    • Hip joint socket

    • It is the counterpart of the


    more familiar artificial hip
    implant used to replace
    damaged joints. This
    image shows the outside
    of the "cup" that is
    embedded in the pelvis to
    provide the socket into
    which the matching ball
    at the top of the femur is
    located. The intricate
    honeycomb surface of
    the implant allows bone
    to grow into the metal
    forming a very strong
    bond. Titanium is an
    excellent material for this
    purpose due to its lack of
    toxicity, strength and high
    resistance to corrosion
    What was good about this learning
    experience?
    • Collaborative
    • Creative – loads of ideas
    • Low risk, high yield
    • Intriguing
    • Constructivist
    Strategies for paired work and/or
    small groups

    • Diamond nine
    • Promotes the development of information-
    processing and reasoning
    MOST

    Work through the PE


    Come up with an
    example with a
    application for your
    partner
    own subject area.
    LEAST
    Strategies for pairs and/or small
    groups

    • Concept loop
    • Actively reinforces learning of key
    vocabulary and matching definitions
    • Promotes the development of inferences,
    e.g. you can sometimes work it out by
    making deductions

    FELINE DOG CANINE COW


    OVINE CAT
    Strategies for larger groups and
    whole class

    • Speed-dating
    • Taps into the collective knowledge and
    understanding of the group
    • Therefore excellent as an active revision
    strategy
    • Actively engages all learners, not easy to opt out
    • Lends itself to peer assessment
    • Thanks for the idea Wendy!
    Strategies for large groups and
    whole class

    • Continuum line
    • Involves all learners in formulating a response
    • Promotes high order thinking, e.g. learners have
    to justify and evaluate their positioning in the line
    • Excellent for visual, auditory and kinaesthetic
    learners
    • Highly adaptable
    6 Golden Rules for talk
    • Respect each other’s opinions (One voice
    at a time. Say what you think. Say why
    you think it.)
    • Build on what others say
    • Support and include each other
    • Ask when you don’t understand
    • Try to reach an agreement
    • Be noise aware
    Top tip
    • Give everybody a role and a responsibility and
    be prepared to model what that might sound like
    • Summariser – So, what we’re saying here is…
    • Questioner – Would it be a good idea at this
    point to…?
    • Time-keeper – Guys, we’ve got under a minute
    left to…
    • Facilitator – What do you think, Jo? We’ve
    haven’t heard what you think about…
    6 Golden Rules for listening
    • Respect each other’s opinions
    • One voice at a time
    • Don’t interrupt
    • Listen carefully
    • Be open to new ideas
    • Think about what others say
    Top tip
    • Listening skills need to be developed, e.g.
    model this for pupils by showing them how
    to do it well
    • Make eye-contact
    • Nod in agreement and/or to encourage
    • Allow the person to finish his/her sentence
    • Put what you want to say to the back of
    your mind and concentrate on the person
    that you are listening to

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